Outline

Overview

In this unit of study students will focus on the use of literary and multimedia texts, including picture books and novels for developing critical literacies in children working at Stage three in primary school. Students will develop learning experiences that encourage students to read for enjoyment at the same time as developing their abilities to negotiate and discuss meanings (both verbal and visual) in a range of texts. The importance of making connections between current syllabus demands and the texts and learners found in classrooms today will be emphasised. It is expected that students will continue to expand their theoretical knowledge of principles of English teaching as well as develop explicit knowledge of metalanguage to inform their understandings of text construction. Strategies for teaching reading, writing, speaking, listening, viewing and representing , the use of ICT and digital texts, as well as assessment will also be components of this unit.

Unit details and rules

Unit code	EDMT6531
Academic unit	Education
Credit points	4
Prohibitions ?	None
Prerequisites ?	48 credit points including EDMT5502 and EDMT5681
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jon Callow, jon.callow@sydney.edu.au
Tutor(s)	Deb Brosseuk, debbie.brosseuk@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Literature Circle: presentation and reflection Participate in literature circle then written response to the experience.	0%	Multiple weeks Due date: 01 Apr 2022 at 23:59	500 words
Outcomes assessed:
Online task	Online module & podcast Week 2 - Online module Week 7 - Podcast episode creation	0%	Multiple weeks	Online tasks
Outcomes assessed:
Assignment	Literacy session, critical reflection and evaluation Analyse texts, plan, teach and reflect on literacy session lessons	0%	Week 13 Due date: 29 May 2022 at 23:59	2500 words
Outcomes assessed:

Assessment summary

Online module and podcast creation – supports your knowledge of texts, grammar and talking and listening outcomes as well as developing your digital technology use
Literature circle: Form a literature circle group of 4-5 members in week 2. Choose a core novel from the list at end of UOS. This will be the novel that you must read by week 3. Each group member prepares an activity for his/her selected role and provides literature circle ideas and materials (where needed) to stimulate your group’s oral response to the text. The literature circle group discussion is to beheld in week 5. In week , submit areflection on the implementation of the literature circles, with supporting examples from your experience, as well as reference to the English K-10 Syllabus, unit readings and peer feedback.
Literacy session, critical reflection and evaluation: Review two mentor texts, then plan and teach a literacy session that involves modelled reading then a literature based activity based on the mentor text.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

Criterion based assessment is used in all the M Teach units of study. Each assessment task is graded according to criteria provided. In order to satisfy requirements for each task, students must meet set criteria as specfied in the assessment task description provided on Canvas. There is no automatic resubmission if criteria are not met.

Final grades for units are either SR (Satisfied Requirements) or FR (Failed Requirements)

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Imaginative, creative and critical engagement with texts	Online class (1 hr)
Week 01	Enjoying and appreciating literature in the classroom	Tutorial (2 hr)
Week 02	Literature and the English session	Lecture (1 hr)
Week 02	A focus on teaching with literature:	Tutorial (2 hr)
Week 03	A language focus for learning - introduction to literature circle	Tutorial (2 hr)
Week 04	Reading and Writing Narrative	Tutorial (2 hr)
Week 05	Talking and listening to learn - literature circle activities and presentation	Tutorial (2 hr)
Week 06	Exploring Visual literacy & multimodal texts	Online class (1 hr)
Week 06	Introduction to visual & multimodal literacy	Tutorial (2 hr)
Week 07	Online tutorial activity & assessment task-	Online class (2 hr)
Week 08	Assessment and Planning	Tutorial (2 hr)
Week 12	Using Digital resources for teaching English & literacy	Tutorial (2 hr)
Week 13	Meeting professional standards through engaging work with language, literacy, literature	Lecture (1 hr)
Week 13	Working with Poetry in stages 2 and 3	Tutorial (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 4 credit point unit, this equates to roughly 80-100 hours of student effort in total.

Required readings

You also need to read another novel to take part in the literature circles from the list below.

2022- Choose from the following novels which have been chosen to match text requirements from p26 of the English K-10 syllabus. These books are available as both hard copy and as Kindle ebooks.

 Wonder by R.J. Palacio [a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books]
Fearless Frederic by Felice Arena [Australian author. Texts written about intercultural experiences]
Crow Country – Kate Constable [a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia]
His Name was Walter by Emily Rodda [texts which are widely regarded as quality literature]
Pennies for Hitler – Jackie French [a widely defined Australian literature]
Pax - Sara Pennypacker [a wide range of literary texts from other countries]
The Invention of Hugo Cabret by David Selznick [ Graphic novel/film tie in – an appropriate range of digital texts, including film, media and multimedia.)

NSW Board of Studies Syllabus

NSW Education Standards Authority (NESA). (2012). English K-10 syllabus : NSW syllabus for the Australian curriculum. NESA. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

NSW Education Standards Authority (NESA). (2020). English K-2 syllabus NESA. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/syllabus-development

References and readings

Core texts – We have changed our core novel this year to a range of opening chapters of novels available freely via free samples on Amazon.com.au using Kindle. The reading list provides links to these for relevant tutorial weeks.

Recommended resources:

Derewianka, B. (2010). A new grammar companion. Marrickville, NSW: elit.

Droga, L., & Humphrey, S. (2012). Grammar and meaning: An introduction for primary teachers. Berry, NSW: Target Texts

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. work independently and collaboratively to develop your own approach to the teaching of English/ literacy including critical literacy which matches professional standards
LO2. synthesise effective teaching and learning principles and pedagogic practices in English in the upper years of primary school to promote personal response to and critical awareness of literary texts
LO3. use information effectively in a range of contexts to evaluate the strategies, materials and approaches used in the teaching of English and assess and report achievement
LO4. consider the implications of recent developments in professional practice and policy regarding literacy
LO5. demonstrate knowledge of complex narrative texts suitable for teaching in upper primary classrooms, their schematic structure and grammatical features, and demonstrate ability to teach students with diverse needs about reading and writing using a metalanguage to teach explicitly about the narrative devices found in literary texts
LO6. adapt new knowledge to real classroom contexts and demonstrate the capacity to develop successful integrated teaching experiences for children that support reading,writing, viewing, talking and listening.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	National Standard of Competency for Architects - 2. Design: Pre-Design 2.1. Identification, analysis and integration of information relevant to siting of project. 2.5. Attainment of approval from client of project budget and timeframe. 5. Documentation: Detailed Design Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.5. Literacy and numeracy strategies 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 5.2. Provide feedback to students on their learning 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 6. Professional Engagement: Standard 6 - Engage in professional learning 6.2. Engage in professional learning and improve practice 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2. Content selection and organisation 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3. Curriculum, assessment and reporting 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.5. Literacy and numeracy strategies 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6. Information and Communication Technology (ICT) 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 3.1. Establish challenging learning goals 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments 4.1. Support student participation 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
	National Standard of Competency for Architects - 3. Design: Conceptual Design 3.6. Assessment of the economic impact on the project of design strategies and options. Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 3.6. Evaluate and improve teaching programs 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 5.1. Assess student learning 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 6. Professional Engagement: Standard 6 - Engage in professional learning 6.2. Engage in professional learning and improve practice 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2. Understand how students learn. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2. Content selection and organisation 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3. Curriculum, assessment and reporting 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.5. Literacy and numeracy strategies 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6. Information and Communication Technology (ICT) 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments 4.1. Support student participation 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2. Manage classroom activities 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.2. Understand how students learn. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 3.1. Establish challenging learning goals 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2. Plan, structure and sequence learning programs 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3. Use teaching strategies 3.3.1. (Graduate) Include a range of teaching strategies. 3.4. Select and use resources 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5. Use effective classroom communication 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6. Evaluate and improve teaching programs 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We have updated readings and the week 7 online task, as well as integrating a visual literacy lesson into the the PEX placement as part of the final assignment.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDMT6531: English 2 K-6

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect